虽然成人和儿童在自我与-其他感知,缺乏在大脑水平上对这种辨别能力的发展观点。这项研究检查了自我与神经激活-在四个不同年龄组的39名参与者的样本中,从4岁到成人。自我相关的刺激在与自我参照思维相关的两个大脑区域内引起更高的神经活动,同理心,和社会认知过程。第二,与“其他人”相关的刺激(即,未知同伴)在另外9个大脑区域内引起激活。这些区域与多感官处理有关,体感技能,语言,复杂的视觉刺激,自我意识,同理心,心理理论,和社会认可。总的来说,激活图随着年龄的增长而逐渐增加。然而,在7-10岁的参与者中,对于“自我”刺激,在内侧扣带皮层内的活动模式是非线性的,对于“其他”刺激,在左颞中回的活动模式是非线性的。在这两种情况下,没有自我与其他差异。这表明了一个关键时期,对自我和他人的感知也得到了类似的处理。此外,11-19岁的参与者在左眶下回内没有表现出他人和自我之间的差异,暗示社会学习中自我与他人之间的区别较少。了解自我与神经的基础-发展过程中的其他歧视可以提供有价值的见解,以了解社会环境如何影响发展过程中的学习过程。例如何时引入点对点教学或小组学习。
Although adults and children differ in self-vs.-other perception, a developmental perspective on this discriminative ability at the brain level is missing. This study examined neural activation for self-vs.-other in a sample of 39 participants spanning four different age groups, from 4-year-olds to adults. Self-related stimuli elicited higher neural activity within two brain regions related to self-referential thinking, empathy, and social cognition processes. Second, stimuli related to \'others\' (i.e., unknown peer) elicited activation within nine additional brain regions. These regions are associated with multisensory processing, somatosensory skills, language, complex visual stimuli, self-awareness, empathy, theory of mind, and social recognition. Overall, activation maps were gradually increasing with age. However, patterns of activity were non-linear within the medial cingulate cortex for \'self\' stimuli and within the left middle temporal gyrus for \'other\' stimuli in 7-10-year-old participants. In both cases, there were no self-vs.-other differences. It suggests a critical period where the perception of self and others are similarly processed. Furthermore, 11-19-year-old participants showed no differences between others and self within the left inferior orbital gyrus, suggesting less distinction between self and others in social learning. Understanding the neural bases of self-vs.-other discrimination during development can offer valuable insights into how social contexts can influence learning processes during development, such as when to introduce peer-to-peer teaching or group learning.